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The Effects of Homogeneous Grouping on Gifted Students: A Systematic Literature Review

Year 2024, Erken Görünüm, 1 - 17

Kadir Çalışkan Sema Tan

https://doi.org/10.21565/ozelegitimdergisi.1117630

Abstract

Introduction: Homogeneous grouping strategies are among the basic interventions for gifted education. Although the academic advantages of these interventions have been frequently documented, concerns about their possible psycho-social negative effects can sometimes lead to cautious approaches to their implementation. In this regard, the main objective of the present study was determined as examining the relationship between homogeneous grouping strategies and the academic and psycho-social characteristics of gifted students.
Method: The current study is a systematic literature review. Empirical resources investigating the effects of grouping strategies implemented in the formal education processes of gifted students were included in the study. Either gifted students of compulsory education age (primary, secondary, and high school) or gifted individuals whose experiences at compulsory education age were focused on were the participants of the included studies. Eighteen studies identified in line with the inclusion criteria were included in the systematic literature review. The effects of homogeneous grouping were examined under the themes of academic effects and psycho-social effects.
Findings: The findings of the systematic literature review demonstrate that implementing homogeneous grouping strategies in gifted education has academically positive but psycho-socially complex (positive and/or negative or neutral) effects.
Discussion: The fact that educational arrangements for characteristics that differentiate gifted students from their peers are associated with positive academic outcomes is consistent with the relevant literature. The psycho-social effects of the homogeneous grouping of gifted students are usually related to self-concept, and most of the research findings included are consistent with the big fish-little pond effect.

Keywords

Gifted education homogeneous grouping academic effects psycho-social effects

References

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  • Batterjee, A. A. (2016). The effect of grouping and program type on scholastic and affective outcomes in the Mawhiba schools partnership initiative. Gifted Education International, 32(2), 123-147. https://doi.org/10.1177/0261429414557588
  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021302408382
  • Brody, L. E., & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally using the MVT:D4 model to develop their talents. In R. J. Sternberg & J. E. Davidson (Eds.), Conception of giftedness (2nd ed., pp. 20-37). Cambridge University Press.
  • Callahan, C. M., & Miller, E. M. (2005). A child-responsive model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.) Conception of giftedness (2nd ed., pp. 38-51). Cambridge University Press.
  • Clark, B. (2015). Üstün zekâlı olarak büyümek: Evde ve okulda çocukların potansiyellerini geliştirmek [Growing up gifted: Developing the potential of children at school and at home]. (F. Kaya & Ü. Oğurlu, Çev.). Nobel Akademik Yayıncılık. (Orijinal kitabın yayın tarihi 2012)
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  • Çitil, M., Ersoy, S., Özdemir-Kılıç, M., & Ağaya, A. (2020). Üstün yeteneklilerin eğitiminde ayrı okullar: Amerika’daki üstün yetenekliler okullarının karşılaştırmalı olarak incelenmesi. Çocuk ve Medeniyet, 5(10), 257-280. https://dergipark.org.tr/en/pub/cm/issue/59377/850876
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Homojen Gruplamanın Özel Yetenekli Öğrenciler Üzerindeki Etkileri: Bir Sistematik Literatür Taraması

Year 2024, Erken Görünüm, 1 - 17

Kadir Çalışkan Sema Tan

https://doi.org/10.21565/ozelegitimdergisi.1117630

Abstract

Giriş: Homojen gruplama stratejileri, özel yetenekliler eğitimi için temel uygulamalardan biridir. Bu uygulamaların özel yetenekliler eğitimindeki birtakım faydaları alan yazında tartışılmıştır. Ancak homojen gruplamanın olası olumsuz etkilerine ilişkin endişeler, zaman zaman onu uygulama konusunda temkinli yaklaşımlara da yol açabilmektedir. Bu bağlamda; homojen gruplama stratejilerinin, özel yetenekli öğrencilerin akademik ve psiko-sosyal özellikleri ile ilişkisini incelemek, bu çalışmanın temel amacı olarak belirlenmiştir.
Yöntem: Bu çalışma bir sistematik literatür taramasıdır. Çalışmaya, özel yetenekli öğrencilerin örgün eğitim süreçlerinde uygulanan gruplama stratejilerinin etkilerini araştıran ampirik kaynaklar dahil edilmiştir. Dahil edilen araştırmaların katılımcıları, ya zorunlu eğitim çağındaki (ilkokul, ortaokul ve lise) özel yetenekli öğrenciler ya da zorunlu eğitim çağındaki deneyimlerine odaklanılan özel yetenekli bireylerdir. Dahil etme kriterlerine uygun olarak belirlenen 18 araştırma, sistematik literatür taramasına alınmıştır. Homojen gruplamanın etkileri, akademik etkiler ve psiko-sosyal etkiler temaları altında incelenmiştir.
Bulgular: Sistematik literatür taramasının bulguları; özel yetenekliler eğitiminde homojen gruplama stratejileri uygulamanın, akademik açıdan olumlu, ancak psiko-sosyal açıdan karmaşık (olumlu ve/veya olumsuz ya da nötr) etkileri olduğunu göstermektedir.
Tartışma: Özel yetenekli öğrencilerin akranlarından farklılaşan özelliklerine yönelik eğitimsel düzenlemelerin yapılmasının, olumlu akademik sonuçlarla ilişkili olması, ilgili literatürle tutarlıdır. Özel yetenekli öğrencileri homojen gruplamanın psiko-sosyal etkileri ise genellikle benlik algısı ile ilgilidir ve dahil edilen araştırma bulgularının birçoğu, büyük balık-küçük gölet etkisiyle tutarlıdır.

Keywords

Özel yetenek Eğitim Homojen gruplama Akademik etkiler Psiko-sosyal etkiler

References

  • Adams-Byers, J., Whitsell, S. S., & Moon, S. M. (2004). Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7-20. https://doi.org/10.1177/001698620404800102
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Batterjee, A. A. (2016). The effect of grouping and program type on scholastic and affective outcomes in the Mawhiba schools partnership initiative. Gifted Education International, 32(2), 123-147. https://doi.org/10.1177/0261429414557588
  • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40. https://doi.org/10.1023/A:1021302408382
  • Brody, L. E., & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally using the MVT:D4 model to develop their talents. In R. J. Sternberg & J. E. Davidson (Eds.), Conception of giftedness (2nd ed., pp. 20-37). Cambridge University Press.
  • Callahan, C. M., & Miller, E. M. (2005). A child-responsive model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.) Conception of giftedness (2nd ed., pp. 38-51). Cambridge University Press.
  • Clark, B. (2015). Üstün zekâlı olarak büyümek: Evde ve okulda çocukların potansiyellerini geliştirmek [Growing up gifted: Developing the potential of children at school and at home]. (F. Kaya & Ü. Oğurlu, Çev.). Nobel Akademik Yayıncılık. (Orijinal kitabın yayın tarihi 2012)
  • Çitil, M. (2018). Türkiye’de üstün yeteneklilerin eğitimi politikalarının değerlendirilmesi. Milli Eğitim Dergisi, 1, 143-172. https://dergipark.org.tr/en/pub/milliegitim/issue/40518/480017
  • Çitil, M., Ersoy, S., Özdemir-Kılıç, M., & Ağaya, A. (2020). Üstün yeteneklilerin eğitiminde ayrı okullar: Amerika’daki üstün yetenekliler okullarının karşılaştırmalı olarak incelenmesi. Çocuk ve Medeniyet, 5(10), 257-280. https://dergipark.org.tr/en/pub/cm/issue/59377/850876
  • Delcourt, M. A. B., Cornell, D. G., & Goldberg, M. D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51(4), 359–381. https://doi.org/10.1177/0016986207306320
  • Demirel Dingeç, Ş., & Kirişçi, N. (2023). Türkiye’de erken çocukluk dönemindeki özel yeteneklilerin eğitimine eleştirel bir bakış. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 470-488. https://doi.org/10.17679/inuefd.1201131
  • Dimitriadis, C. (2012). Provision for mathematically gifted children in primary schools: an investigation of four different methods of organisational provision. Educational Review, 64(2), 241-260. https://doi.org/10.1080/00131911.2011.598920
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achivement. In R. J. Sternberg & J. E. Davidson (Eds.) Conception of giftedness (2nd ed., pp. 64-79). Cambridge University Press.
  • Feldhusen, J. F., & Moon, S. M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36(2), 63-67. https://doi.org/10.1177/001698629203600202
  • Fiedler, E. D., Lange, R. E., & Winebrenner, S. (2002). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 24(3), 108-111. https://doi.org/10.1080/02783190209554142
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119-147. https://doi.org/10.1080/1359813042000314682
  • Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 98-119). Cambridge University Press.
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There are 70 citations in total.

Details

Primary Language English
Subjects Special Talented Education
Journal Section Articles
Authors

Kadir Çalışkan 0000-0002-5096-7063

Sema Tan 0000-0002-9816-8930

Early Pub Date October 13, 2023
Publication Date
Published in Issue Year 2024 Erken Görünüm

Cite

APA Çalışkan, K., & Tan, S. (2023). The Effects of Homogeneous Grouping on Gifted Students: A Systematic Literature Review. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1-17. https://doi.org/10.21565/ozelegitimdergisi.1117630

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